摘 要

教师支持是影响学生学习意识的重要因素，尤其是在大学中，教师是大学生接触英语的直接途径。同时，以往的研究表明，自我效能感对自我调节学习有重要影响。本文试图探究高校英语教师的支持对大学生英语自我调节学习的影响，以及是否存在英语自我效能感的中介作用。本文通过问卷法，对武汉理工大学313名非英语专业本科大学生进行了感知教师支持、英语自我效能感和英语自我调节学习的情况调查。以SPSS为分析软件，对所收集数据进行了剖析。研究结果表明，三个变量间两两呈现正相关关系，且教师支持的三个维度不仅直接影响英语自我调节学习，也可以经由自我效能感来间接影响英语自我调节学习。因此，教师可以通过增加教师支持和增强学生的自我效能感来提高学生的自我调节学习意识。

关键词：教师支持；英语自我调节学习；自我效能感

Abstract

Teacher support is a vital factor of improving students' learning consciousness, especially in university, with teachers as a direct way for college students to learn English. Meanwhile, previous studies have shown that self-efficacy has an important effect on self-regulated learning. In order to explore the influence of English teacher support on college students' English learning, and to study whether the adjustment effect of students' self-efficacy exists, questionnaires in this study were distributed to 313 college English learners in Wuhan University of Technology. With SPSS used as the analysis software, the collected data were analyzed. The findings of the study indicated that English teacher support, self-efficacy and self-regulated English learning were positively correlated with each other. Moreover, the three dimensions of teacher support not only directly affect English self-regulated learning, but also indirectly affect it through self-efficacy. Therefore, teachers can increase teacher support and enhance students' self-efficacy to improve students' self-regulated learning consciousness.

Key Words: teacher support; English self-regulated learning; self-efficacy

Contents

1 Introduction 1

2 Literature Review 3

2.1 English Self-regulated Learning 3

2.2 Teacher Support 3

2.2.1 The concept of teacher support 3

2.2.2 Teacher support and English self-regulated learning 3

2.3 English Self-efficacy 4

2.3.1 The concept of self-efficacy 4

2.3.2 Self-efficacy and English self-regulated learning 4

2.4 Analysis of previous studies 4

3 Research Methodology 6

3.1 Participants 6

3.2 Instruments 6

3.2.1 Questionnaire of English teacher support 6

3.2.2 Questionnaire of English self-efficacy 6

3.2.3 Questionnaire of self-regulated English learning 6

3.3 Procedures 7

4 Results 8

4.1 Descriptive statistics of English teacher support, self-efficacy and self-regulated English learning 8

4.2 The analysis of variance of English teacher support, self-efficacy and self-regulated English learning in different academic levels 8

4.3 The correlation analysis of English teacher support, self-efficacy and self-regulated English learning 10

4.4 Analysis of Mediation 11

4.4.1 Autonomy support 11

4.4.2 Competency support 12

4.4.3 Relationship support 13

5 Discussion 15

6 Conclusions 16

References 17

Appendix 19

Acknowledgments 25

Research on the Relationship between Teacher Support and Self-regulated English Learning of College Students—Evidence of Mediated Effects with Self-efficacy

1 Introduction

University is an important stage for students where they step half into the community, making independent arrangements for their learning without the supervision of their parents. After the strict management in high school aiming at the specific goal- college entrance examination, this is the first time for students to re-explore the meaning of learning and to plan for the future. During this period, teachers continue to influence the growth and development of students, though this is not mandatory. Teachers' responsibilities to students are less clear than those in pre-university education.

English as an important tool to meet the need of English Grading Test, job requirement or even postgraduate exam, is definitely a ridge which every college student should cross. Since English is a compulsory course in the university, students will meet all kinds of teachers in the classroom (Dietrich, Dicke, Kracke amp; Noack，2015). Self-determination theory emphasizes that teachers are the main role in the classroom to provide a supportive social learning environment (Maulana, Helms-Lorenz, Irnidayanti amp; Grift, 2016). Students-perceived teacher support behavior will affect their academic self-regulation of development, and will thus affect their academic performance. If teacher support does not have a positive impact on student learning, with the formation of a negative self-regulated learning, it is possible to weaken the enthusiasm of learners (Zhang amp; Wang, 2007).